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Caitlyn Brill Paula Borinsky Marie Quingert Cheri Burdette http://www.kwintessential.co.uk/resources/global-etiquette/ afghanistan.html http://anthromuseum.missouri.edu/minigalleries/afghantextiles/ afghantextiles.shtml http://www.metmuseum.org http://travel.nationalgeographic.com/places/countries/ country_afghanistan.html

Human Systems/Communities and The Breadwinner by Deborah Ellis

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Human Systems/Communities and The Breadwinner by Deborah Ellis. Caitlyn Brill Paula Borinsky Marie Quingert Cheri Burdette. http://www.kwintessential.co.uk/resources/global-etiquette/afghanistan.html. http://www.metmuseum.org. - PowerPoint PPT Presentation

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Page 1: Human Systems/Communities and  The Breadwinner  by Deborah Ellis

Caitlyn BrillPaula BorinskyMarie QuingertCheri Burdette

http://www.kwintessential.co.uk/resources/global-etiquette/afghanistan.html

http://anthromuseum.missouri.edu/minigalleries/afghantextiles/afghantextiles.shtml

http://www.metmuseum.org

http://travel.nationalgeographic.com/places/countries/country_afghanistan.html

Page 2: Human Systems/Communities and  The Breadwinner  by Deborah Ellis

Intermediate: Reading – Students will use a variety of

strategies to understand literary text and reflect connections to text.

Writing – Students will use the writing process to create a persuasive essay.

Social Studies – Students will demonstrate an understanding of communities and human systems.

Students will understand the interactions between citizens and their government.

Math – Students will understand different money systems.

Art – Students will demonstrate the ability to use principles and elements of design.

Page 3: Human Systems/Communities and  The Breadwinner  by Deborah Ellis

Students and teachers read the book, The Breadwinner, making connections to events in the story to their own everyday lives.

Students make a personal connection to the main character, Parvana, through visualization activities, such as simulations which excludes girls from the classroom and learning.

Remove all rules from the classroom but require a group assignment to be completed in order to leave.

View Afghan artifacts from the National Museum in Afghanistan (www.metmuseum.org or www.nationalgeographic.org).

Students will design their own rubrics to evaluate their communities and community projects.

Listen to Afghan music (www.smithsonianfolkways.org). Students will play charades to assist with learning vocabulary from the story. Connect students to the importance of rules/laws. Discuss how they felt in a

chaotic situation. Allow students to evaluate their own cognitive and social learning on a KWL

chart. Celebration of student work.

Page 4: Human Systems/Communities and  The Breadwinner  by Deborah Ellis

Afghani music playing in the background as children enter the room.

Displays of Afghan artwork and children’s created work.

Display of maps of regions involved in book. Display graphic organizer (timeline) of recent

historic events in Afghani government. Desks arranged in cooperative learning

groups that simulate living quarters. Reading area set up for class reading

activities that simulates living quarters of Parvana’s home.

Materials organized to be easily accessible.

Page 5: Human Systems/Communities and  The Breadwinner  by Deborah Ellis

COMMUNITIES

GeographyCommunication

systems

Economy

Government1. Import/export

2. Employment

3. Money systems

4. Goods and services

Specified roles Laws

Types

of Gov’t

1. Shelter2. Food3. Water

Page 6: Human Systems/Communities and  The Breadwinner  by Deborah Ellis

Learning Goals:Social Studies: Students will demonstrate the processes

of building a community and be able to create an “ideal” community.

Students will be able to argue the importance of a structured government for the success/failure of a community.

Students will investigate the concept of trade in order to understand economics.

Page 7: Human Systems/Communities and  The Breadwinner  by Deborah Ellis

Introductory “Big Picture” Activity/Assessment of Prior Knowledge

Activities: • Students will review the concept map and discuss

what they know about each topic in a think-pair-share.

• Students will brainstorm types of communities and create a working definition to use throughout unit.

• Students will use map skills to identify location of the Middle Eastern region.

• Students will play a “telephone” game in order to simulate communication challenges.

Page 8: Human Systems/Communities and  The Breadwinner  by Deborah Ellis

Learning Goals: Students will acquire background knowledge on

how geography can impact the development of a community and be able to relate that information to what they know about the geography in Afghanistan and the United States.

Students will learn how communication plays a large role in a community by analyzing hieroglyphics, Roman numerals, and other early forms of communication and be able to create a communication system for language, numeracy, and money.

Students will develop a government system by weighing the pros and cons of different systems and be able to design a set of laws for their own community.

http://www.kwintessential.co.uk/resources/global-etiquette/afghanistan.html

Page 9: Human Systems/Communities and  The Breadwinner  by Deborah Ellis

Activities: Students will research modern forms of government. Students will compare the use of

hieroglyphics/Roman numerals in communication in ancient societies.

Students will create an outline of government charter, laws, and judicial systems.

Students will transcribe a letter in hieroglyphics.

Page 10: Human Systems/Communities and  The Breadwinner  by Deborah Ellis

Learning Goals: Students will be able to identify the parts

needed to establish a community and will be able to design all elements of an effective community.

Students will test their community for its ability to respond to stress and conflict.

Page 11: Human Systems/Communities and  The Breadwinner  by Deborah Ellis

Activities: In small groups students will use previously

created outline to create their own communities aligned to a rubric.

The teacher will distribute scenario cards to test conflict resolution.

Students will design an artifact such as a community seal, flag, and/or song to represent community identity.

Students will create a persuasive article to influence others to join their community using previously written communication systems.

Page 12: Human Systems/Communities and  The Breadwinner  by Deborah Ellis

KWL chart Opinion papers Reflection paper on how well community succeeded Develop traits of each role Record ongoing history of community

using language system key Create a map of geography territory

using rubric